DOCSLIB.ORG

University Mentoring Programmes for Gifted High School Students: Satisfaction of Workshops

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
University Mentoring Programmes for Gifted High School Students: Satisfaction of Workshops sustainability Article University Mentoring Programmes for Gifted High School Students: Satisfaction of Workshops Alba Ibáñez García 1 , Teresa Gallego Álvarez 1 , Mª Dolores García Román 2, Verónica M. Guillén Martín 1 , Diego Tomé Merchán 2 and Serafina Castro Zamudio 3,* 1 Department of Education, Faculty of Education, University of Cantabria, 39005 Santander, Spain; [email protected] (A.I.G.); [email protected] (T.G.Á.); [email protected] (V.M.G.M.) 2 University of Málaga, 29010 Málaga, Spain; [email protected] (M.D.G.R.); [email protected] (D.T.M.) 3 Department of Personality, Evaluation and Psychological Treatment, Faculty of Psychology, University of Málaga, 29010 Málaga, Spain * Correspondence: [email protected]; Tel.: +34-952132556 Received: 29 May 2020; Accepted: 27 June 2020; Published: 30 June 2020 Abstract: This paper analyses the degree of participant (mentees, mentors, and technical-research team) satisfaction with two university mentoring programmes for pre-university students with high intellectual capacities in Spain. Three versions of a Likert-type scale questionnaire were applied (mentees, mentors, and technical-research team), resulting in a total sample of 43 questionnaires from mentors, 314 from mentees, and 43 from the technical-research team in 43 workshops offered by the GuíaMe-AC-UMA Programme; and 27 questionnaires from mentors, 203 from mentees, and 27 from the technical-research team in the 27 workshops offered by the Amentúrate Programme. The results indicate a high level of satisfaction with the development of the workshops offered by both programmes, on the part of all participants. No significant differences were found in terms of thematic area or gender, although there were differences in age. The participation of the three agents involved in this training offer was very successful, and our results supported the findings of previous investigations. More work is required on the transfer and maintenance of the impact that this type of programme can have on young pre-university students with high abilities. Keywords: gifted secondary school students; mentoring; university context; workshop; satisfaction 1. Introduction The origins of the term “mentor” date back to Ancient Greece. In The Odyssey, Ulysses marches off to the Trojan War, leaving his son Telemachus in the care of Mentor, who would take charge of his education and take on the role of teacher, adult friend, advisor, and protector [1]. Eventually, the term “mentor” was used to describe a person who would assume those roles and create a bond with their mentee, through which they share their experience and knowledge so that the other person can develop successfully on an academic, professional and personal level [2]. If we focus on the educational context, and, in particular, on the point of access to university, mentoring can be defined as a continuous feedback process of help and guidance between the mentor (a senior student who values the knowledge and skills required to help), and a student or a group of incoming students, in order to meet their needs and optimise their development and learning potential [3] (p. 92). Studies indicate that all mentoring actions are based on common objectives in terms of their application: to help build or improve the set of intellectual, personal, social, and technical skills that the teacher has to convey for their students to learn [4]; to develop effective learning processes in a practical way (emphasis is placed on potential) for the acquisition of knowledge, attitudes or Sustainability 2020, 12, 5282; doi:10.3390/su12135282 www.mdpi.com/journal/sustainability Sustainability 2020, 12, 5282 2 of 16 skills in general, which can be transferred to socio-personal, professional and academic areas of personal development [5–9]; to improve the performance of the mentee in contexts such as academia, and improve the satisfaction of the mentors [10], including those of older age and experience in the institutions [11]; to increase satisfaction, positive attitudes and motivation regarding the work or academic environment [12]; to serve as a real alternative of learning and closer to the people involved; to serve as support in periods of transition (from one study to another, from adolescence to adulthood, incorporation into the world of work, etc.); to develop greater involvement, commitment and collaboration between the members of an institution, association or organisation, and with the institution itself; and to develop social capital, generating benefits from social connections and trust [13], facilitating new and healthier lifestyles [14]. Despite their many advantages, authors such as Klasen and Clutterbuck [15] point out that mentoring processes also have some disadvantages, especially organisational ones: the need for great support and organisational effort, limits between confidentiality and openness among the members of the process, the mentee’s possible dependence on the process, difficulties in objectively measuring the results, the lack of a mentoring tradition in our country with the consequent problems of extrapolating models from other countries and cultures, and that most of the actions are carried out in informal contexts without evaluation and planning. There are many mentoring models, including formal, informal [16], and cross-aged tutoring [17,18], that have already been applied to people with high intellectual capacities [19,20], peers, teams, liaison, e-mentoring, or a combination [21]. Formal mentoring, also known as one-time, planned, intentional, or systematic mentoring, was considered in this study. This model has been increasingly used in the last 30 years and its fundamental characteristics are as follows: structured action where objectives and expected benefits or achievements are planned; it can be carried out individually or in groups; organisers or tutors are involved as institutional agents who are in charge of selecting the mentors and supervising the process; the mentor needs training to carry out their role (sometimes the mentee also needs training); the timing is variable (there are no formulas or methods indicating the ideal period for mentoring to be successful); and, the selection of mentors is based on the specific experience they have and their personal, professional, and academic achievements. Three agents are involved in this type of mentoring: the mentor, mentee, and tutor: (a) the mentor is a person with greater knowledge and experience who is considered suitable to help others; (b) the mentee is a person who is in a disadvantaged position who wants, on a voluntary basis, to receive help and guidance from another person with greater experience; and, (c) the tutor is the coordinator/supervisor of the process, who exercises monitoring, training, and evaluation functions. The characteristics that a mentor, mentee, or tutor should have in order to satisfactorily develop their role in mentoring programmes have been described by many authors [4,22–31] Monitoring the process and results is indispensable for the success of any mentoring programme, as it allows the effectiveness and impact of the programme to be identified according to its objectives, as well as possible future improvements. Evaluation involves obtaining both quantitative data (through questionnaires, record sheets, psychometric tests, etc.) and qualitative data (observations, opinions, suggestions, or anecdotes). In order to carry out the planning, it is also necessary to delimit some dimensions (related to the objectives, mainly the satisfaction of the agents involved) and indicators, as well as the necessary protocols to register them, and to ensure that these cover the points of view of all the participants (mentors, mentees, and tutors). When working with children, it may also be useful to include families or counselling teams in this assessment. Mentoring programmes in Spain, and specifically in the university environment, are divided into those created within the universities themselves and those created in non-institutional orientation programmes [32]. The main objectives of both are to facilitate the transition of new students to the university environment, although, over time, other types of assistance have been provided to students with specific needs, such as students with disabilities, those over a certain age (e.g., 25, 40, or 45), international students, practicum and final year students, postgraduate and doctoral students and, Sustainability 2020, 12, 5282 3 of 16 as in the present study, students with high intellectual capacities. It should be noted that systematic studies focused on mentoring, especially those regarding high ability students, are scarce. In addition, a lack of robust methodology is often found in these studies which makes it difficult to perform a meta-analysis [1]. Currently, most Spanish universities have their own mentoring programmes, some of which are organised and coordinated in state initiatives such as the UPM Mentoring Network (2012) or Spanish Mentoring Network (REME). Few university mentoring programmes have been developed for students with high intellectual capacities [1]. Until recently, in most European countries, the main assumption was that gifted students do not have specific needs and therefore do not need any special attention. However, according to some research, the need to pay attention to the special needs of gifted students has gained more and more ground. In order to maximize the potential of gifted students and to make gifted education sustainable,
Load more

Recommended publications
  • A Nation Empowered: Evidence Trumps the Excuses Holding Back America’S Brightest Students
    Evidence Trumps the Excuses Holding Back America’s Brightest Students VOLUME 1 Susan G. Assouline, Nicholas Colangelo, and Joyce VanTassel-Baska Mary Sharp, Writing Consultant Belin-Blank Center, College of Education, University of Iowa Evidence Trumps the Excuses Holding Back America’s Brightest Students VOLUME 1 Susan G. Assouline, Nicholas Colangelo, and Joyce VanTassel-Baska Mary Sharp, Writing Consultant The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development College of Education University of Iowa Dedicated to the memory of: Julian C. Stanley, Johns Hopkins University, founder of the Talent Search Model and the Study of Mathematically Precocious Youth and James J. Gallagher, University of North CarolinaChapel Hill, pioneer in educational policy related to special and gifted education Their scholarship and advocacy for the intervention of acceleration positively impacts the lives of tens of thousands of students and their families and educators. ©2015 The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development Endorsed by the National Association for Gifted Children, 1331 H Street, NW, Suite 1001, Washington, DC 20005 ISBN: 978-0-9961603-1-5 Designed by Benson and Hepker Design, Iowa City, Iowa Cover art by Robyn Hepker Published by The Belin-Blank Center, Iowa City, Iowa Printed at Colorweb Printing, Cedar Rapids, Iowa April 2015 The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development College of Education University of Iowa 600 Blank Honors Center Iowa City, Iowa 52242-0454 800.336.6463 www.education.uiowa.edu/belinblank www.accelerationinstitute.org www.nationdeceived.org www.nationempowered.org A Nation Empowered Evidence Trumps the Excuses Holding Back America’s Brightest Students Volume 1 Acknowledgements.
    [Show full text]
  • Admission to Australian Universities for Accelerated Students
    Admission to Australian Universities for Accelerated Students: Issues of Access, Attitude and Adjustment. Marie Young Bachelor of Arts (Monash University), Diploma of Education (Monash University), Master of Education (University of New South Wales). A thesis submitted in fulfillment of the requirements for the degree of Doctor of Philosophy, School of Education, University of New South Wales. 2010 2 Publications The following article is based on Phase 1 of the thesis: Young, M., Rogers, K. B., & Ayres, P. (2007). The state of early tertiary admission in Australia: 2000 to present. Australasian Journal of Gifted Education, 16 (2), 15-25. The following article is based on Phase 2 of the thesis: Young, M., Rogers, K. B., & Ayres, P. (2009). Getting in: Australian university decision-making processes when gifted learners apply for early admission. Australasian Journal of Gifted Education, 18(2), 43-54. 3 Abstract University admission is a significant issue for gifted students who have been accelerated. This study explored access to Australian universities for accelerated students, examined the attitude of Australian universities to admission of accelerated students, and investigated issues of accelerated students’ adjustment to university. There is little research in Australia on these issues. In Phase 1 of the study, information about early admission, dual enrolment, minimum admission age, and admission of students younger than 17 years to Australian universities was collected and summarised. In Phase 2 personnel from 11 Australian universities were interviewed about the decision- making process which allowed such students to gain admission earlier than usual. Issues of support, advertising and national coordination were also examined. Phase 3 focused on interviews with 12 accelerated students concerning their adjustment to university, and any hurdles they identified.
    [Show full text]
  • A Nation Deceived: How Schools Hold Back America’S Brightest Students a Nation Deceived
    A Nation Deceived: How Schools Hold Back America’s Brightest Students A Nation Deceived The Templeton National Report on Acceleration What Parents, Teachers and Other Professionals Nicholas Colangelo Should Know Susan G. Assouline Miraca U. M. Gross About the October 2004 Templeton National Report on Acceleration The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development College of Education, The University of Iowa 600 Blank Honors Center Iowa City, Iowa 52242-0454 November 26, 2005 800.336.6463 http://www.nationdeceived.org Presenters Background • Debbi Andrews, MD • Debra Arnison Sutton • summit on acceleration at University of Iowa in • parent • parent May 2003 formulate national report on acceleration • Developmental • AABC/EABC member pediatrician, U of Alberta • involved in developing • what schools need to know in order to make the • involved in multi- Alberta Education's “The best decisions about educating highly capable disciplinary Journey: A Handbook for students developmental Parents of Children Who assessment of children Are Gifted and Talented” • A Nation Deceived: How Schools Hold Back with special needs, America’s Brightest Students including gifted 3 4 Background Background •alarm to schools on the need to provide • tackles current misconceptions about acceleration accelerative experiences for brightest students and dispels their impact through •solid research base over last 50 years – research continuously demonstrates positive impacts of – examples of effective practice
    [Show full text]
  • Education Booklet.Indd
    Education Courses 2006 Faculty of Education, Health and Professional Studies Education Courses 2006 Students should read this guide in conjunction with the All Faculties Enrolment Guide and Schedule of Units 2006, available at www.une.edu.au/studentcentre/schedules.htm September 2005 1 Faculty of Education, Health and Professional Studies Student Centre The University of New England NSW 2351 Australia Phone 02 6773 4444 Fax 02 6773 4400 Email [email protected] Prepared by Information Integrity, Student Centre, The University of New England NSW 2351 Australia The information contained in this Guide was correct at the time of printing. Details may be subject to change. 2 Education Courses 2006 Contents Introduction/Message from the Dean ..................................................... 4 The University of New England .............................................................. 4 The School of Education ........................................................................ 4 Admission and Enrolment ..................................................................... 5 Course Coordinators .............................................................................. 6 General Information - In-Service/Pre-Service Teaching Courses ................ 7 Guidelines for Admission Requirements for Bachelor of Teaching (Primary) ......................................................... 8 Guidelines for Secondary Teaching Subject Areas for the Graduate Diploma in Education and Bachelor of Teaching (Secondary) ............... 9 Pre-Service/Undergraduate
    [Show full text]
  • Acceleration of Gifted Students Frequently Asked Questions October 2007 (Last Reviewed 12/16/11)
    Acceleration of Gifted Students Frequently Asked Questions October 2007 (last reviewed 12/16/11) No bird flies too high if he soars with his own wings. -Ralph Waldo Emerson What is acceleration? Acceleration is an intervention that moves students through an educational program at a more rapid rate than their age-mates. The goal of acceleration is to tailor the level and complexity of the curriculum to the ability and academic readiness of individual children (Colangelo et al., 2004). What are the benefits of acceleration? Research indicates that students who are properly accelerated benefit significantly, both academically and emotionally. Accelerated gifted and talented students and other high ability students perform at higher levels on achievement tests and are less likely to become bored and disinterested in school than similarly able students who are not accelerated. Why is acceleration important? When the level of instruction is not rigorous and expectations are low, gifted learners may settle into patterns of underachievement. These students are at risk of developing poor organizational/study skills and far worse, may not reach their full potential. Are schools required to accelerate instruction to meet a student’s needs? Yes, districts are required to have procedures in place for the academic acceleration of gifted and talented students that include an assessment of students' readiness and motivation for acceleration and a match between the curriculum and the students' academic needs. Furthermore, every Minnesota child is entitled to an appropriate and challenging education. Who determines whether a student should be accelerated? The decision to accelerate a student is a local decision.
    [Show full text]
  • Introductory Information & General Notices 1.30
    Table of Contents Chapter 1 - Introductory Information & General Notices 1.30 - General School Information 1.35 - School Hours, Arrival/Departure Procedures 1.36 - Returning to School After Hours 1.40 - Visitors 1.50 - Equal Opportunity and Sex Equity 1.55 - Student, Parent, Teacher Rights and Responsibilities 1.60 - Animals on School Property 1.70 - School Volunteers 1.80 - Gifts 1.84 - Birthdays 1.85 - Treats and Snacks 1.86 - Awards 1.87 - Parent Organizations 1.88 - Building Usage 1.89 - Lost and Found 1.90 - Emergency School Closings 1.91 - Textbook /Library Book Procedures 1.92 - Telephone Use 1.93 - Collection of Money 1.95 - Communications 1.100 - Video and Audio Monitoring System 1.110 - Accommodating Individuals with Disabilities 1.120 - Students with Food Allergies 1.130 - Care of Students with Diabetes 1.140 - Suicide and Depression Awareness and Prevention Chapter 2 - Attendance, Instruction, Promotion & Graduation 2.10 - Attendance 2.20 - Student Absences 2.30 - Release Time for Religious Instruction & Observance 2.40 - Make-Up Work 2.50 - Truancy 2.60 - Grading & Promotion 2.65 - Instructional Programs and Placements 2.70 - Homework 2.100 - Home and Hospital Instruction Chapter 3 - Registration, Student Fees and Meal Costs 3.00 - Registration 3.10 - Fees, Fines & Charges; Waiver of Student Fees 3.20 - School Lunch Program 1 Chapter 4 - Transportation & Parking 4.10 - Bus Transportation 4.15 - Bus Conduct 4.20 - Parking [K-8] 4.30 - Other Forms of Student Transportation Chapter 5 - Health and Safety 5.10 - Immunization, Health,
    [Show full text]
  • A Nation Empowered: Evidence Trumps the Excuses Holding Back America’S Brightest Students Acknowledgements
    Empowered A Nation Evidence Trumps the Excuses Holding Back America’s Brightest Students VOLUME 2 Susan G. Assouline, Nicholas Colangelo, Joyce VanTassel-Baska, and Ann Lupkowski-Shoplik Editors Belin-Blank Center, College of Education, University of Iowa Endorsed by the National Association for Gifted Children 1331 H Street NW, Suite 1001, Washington, DC 20005 (202) 785-468, www.nagc.org © 2015 The Connie Belin & Jacqueline N. Blank International Center for Gifed Education and Talent Development Designed by Fusionfarm, Cedar Rapids, Iowa Cover art by Robyn Hepker, Benson & Hepker Design, Iowa City Published at Colorweb Printing, Cedar Rapids, Iowa April 2015 The Connie Belin & Jacqueline N. Blank International Center for Gifed Education and Talent Development College of Education The University of Iowa 600 Blank Honors Center Iowa City, Iowa 52242-0454 800-336-6463 http://www.education.uiowa.edu/belinblank http://nationempowered.org ISBN: 978-0-9961603-0-8 A Nation Empowered: Evidence Trumps the Excuses Holding Back America’s Brightest Students Acknowledgements ............................................................................................................ iii Introduction ................................................................................................................... 1 Susan G. Assouline, Nicholas Colangelo, Joyce VanTassel-Baska, and Ann Lupkowski-Shoplik General Topics 7 Chapter 1: Types of Acceleration: Dimensions and Issues .........................................................................9 W.
    [Show full text]
  • The Whole Grade Acceleration Policy in the Kingdom of Saudi Arabia and the State of Massachusetts, USA—An Analytical Comparative Study
    International Education Studies; Vol. 13, No. 8; 2020 ISSN 1913-9020 E-ISSN 1913-9039 Published by Canadian Center of Science and Education The Whole Grade Acceleration Policy in the Kingdom of Saudi Arabia and the State of Massachusetts, USA—An Analytical Comparative Study Abdulhamid Alarfaj1 & Reem Abdul Latif Al-Omair2 1 Special Education Department, Education School, King Faisal University, Saudi Arabia 2 Faculty of Education, King Faisal University, Saudi Arabia Correspondence: Abdulhamid Alarfaj, Special Education Department, Education School, King Faisal University, Saudi Arabia. Received: February 9, 2020 Accepted: March 14, 2020 Online Published: July 23, 2020 doi:10.5539/ies.v13n8p55 URL: https://doi.org/10.5539/ies.v13n8p55 Abstract The research aims, through a comparative analytical study, to unveil whether there is an actual whole-grade acceleration policy in the kingdom of Saudi Arabia (KSA) if compared with that applied at Massachusetts, USA. Adopting such a policy secures the right of the gifted student to grow academically in proportion with his peculiar potentials. The research adopts the comparative analytical method (qualitative) using two tools: document analysis and semi-structured interview. The sample of the study comprised two education supervisors in charge of acceleration system in the department of the gifted in KSA and school principals applying the system in the state of Massachusetts. The foremost result, which the study came up to, was that the Saudi educational system has a comprehensive written acceleration
    [Show full text]
  • Parent-Handbook-2019-2020-4
    2019-2020 Recognized by The Illinois State Board of Education and AdvancEd NCA CASI/SACS CASI (North Central Association of Public and Private Schools and Colleges) 7350 W. 93rd Street, Bridgeview, IL 60455 Phone (708) 599-4100 Fax (708) 599-1588 www.Universalschool.org TABLE OF CONTENTS I. HISTORY OF UNIVERSAL SCHOOL ................................................................................................... 3 II. PHILOSOPHY OF UNIVERSAL SCHOOL .......................................................................................... 4 III. UNIVERSAL SCHOOL ANTICIPATED CALENDAR AND HOLIDAYS ........................................ 5 IV. ADMISSION POLICIES ....................................................................................................................... 6 V. ACADEMIC POLICIES ......................................................................................................................... 9 A. HOMEWORK POLICY: ................................................................................................................. 9 B. GRADUATION REQUIREMENTS: .............................................................................................11 C. VALEDICTORIAN: .......................................................................................................................13 D. ADD/DROP POLICY: ....................................................................................................................13 E. EARLY GRADUATION: ...............................................................................................................13
    [Show full text]
  • Guidelines for Accelerated Progression
    2000247 Accelerated Progression 22/8/00 10:47 AM Page 1 Guidelines for Accelerated Progression (Revised 2000) 2000247 Accelerated Progression 22/8/00 10:47 AM Page 2 © 2000 Copyright Board of Studies NSW for and on behalf of the Crown in right of the State of New South Wales. This document contains Material prepared by the Board of Studies NSW for and on behalf of the State of New South Wales. The Material is protected by Crown copyright. All rights reserved. No part of the Material may be reproduced in Australia or in any other country by any process, electronic or otherwise, in any material form or transmitted to any other person or stored electronically in any form without the prior written permission of the Board of Studies NSW, except as permitted by the Copyright Act 1968. School students in NSW and teachers in schools in NSW may copy reasonable portions of the material for the purposes of bona fide research or study. When you access the Material you agree: • to use the Material for information purposes only; • to reproduce a single copy for personal bona fide study use only and not to reproduce any major extract or the entire Material without the prior permission of the Board of Studies NSW; • to acknowledge that the Material is provided by the Board of Studies NSW; • not to make any charge for providing the Material or any part of the Material to another person or in any way make commercial use of the material without the prior written consent of the Board of Studies NSW and payment of the appropriate copyright fee; • to include this copyright notice in any copy made; • not to modify the Material or any part of the Material without the express prior written permission of the Board of Studies NSW.
    [Show full text]
  • Developing Academic Acceleration Policies: Whole Grade, Early Entrance & Single Subject
    Developing Academic Acceleration Policies: Whole Grade, Early Entrance & Single Subject 2018 Ann Lupkowski-Shoplik, Ph.D., Wendy A. Behrens, M.A., Ed., & Susan G. Assouline, Ph.D. TABLE OF CONTENTS Contributors and Members of the 2009 and 2018 Teams..............................................................................................ii University of Iowa Belin-Blank Center letter .........................................................................................................................2 National Association for Gifted Children letter ....................................................................................................................3 Council for Exceptional Children—The Association for the Gifted letter ...............................................................4 Council of State Directors of Programs for the Gifted letter .........................................................................................5 Overview of Developing Academic Acceleration Policies: Single Subject and Whole Grade .........................7 Introduction ...........................................................................................................................................................................................8 Categories and Types of Acceleration ....................................................................................................................................9 Recommended Elements of Acceleration Policies .............................................................................................................11
    [Show full text]
  • State Plans for Accelerating Student Learning: a Preliminary Analysis April 21, 2021
    State Plans for Accelerating Student Learning: A Preliminary Analysis April 21, 2021 One year after the COVID-19 pandemic forced state and school leaders across the nation and around the world to immediately close school buildings, the lasting impact on students is increasingly evident: Months of online learning and limited in-person interaction with educators, coaches and mentors have led to gaps in learning, and unknown emotional impacts on millions of K12 students and educators. Experiences of this past year have brought deeper understanding and greater clarity on how best to organize schooling and deliver instruction in a way that minimizes health risks and maximizes learning and engagement. An extraordinary influx of federal education funding is providing ample new resources to reopen school buildings safely, create new student supports and help state leaders make both short- and long-term investments to accelerate student learning and well-being. With these factors in mind, governors and state chiefs are moving quickly to develop plans that include a range of new strategies, targeted interventions and grant programs designed to close achievement gaps and prepare all students in their states for academic success. Council of Chief State School Officers (CCSSO) and National Governors Association (NGA) analyzed emerging state efforts to accelerate student learning this summer and during the 2021-22 school year. We reviewed available state plans, websites, media reports and gubernatorial State of the State addresses for most states.1 Because each state is at different stages in their planning, in many cases, the documents reviewed were initial drafts, plan outlines (with specifics still being developed) or the first in a series of resources being developed.
    [Show full text]